The theory of multiple intelligences was purposed by Howard Gardner in his 1983 book Frames of Mind: The Theory

of Multiple Intelligences as a model of intelligence that differentiates it into specific (primarily sensory) "modalities", rather than seeing it as dominated by a single general ability. Gardner articulated seven criteria for a behavior to be considered an intelligence.[1] These were that the intelligences showed: potential for brain isolation by brain damage, place in evolutionary history, presence of core operations, susceptibility to encoding (symbolic expression), a distinct developmental progression, the existence of savants, prodigies and other exceptional people, and support from experimental psychology and psychometric findings.
Contents
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1 The Multiple Intelligences [ MI ] o 1.1 Musical - Rhythmic o 1.2 Visual - Spatial o 1.3 Verbal - Linguistic o 1.4 Logical - Mathematical o 1.5 Bodily - Kinesthetic o 1.6 Interpersonal o 1.7 Intrapersonal o 1.8 Naturalistic o 1.9 Existential 2 Critical reception o 2.1 Definition of intelligence o 2.2 Neo-Piagetian criticism o 2.3 IQ tests o 2.4 Lack of empirical evidence 3 Use in education 4 See also 5 References 6 Further reading

The Multiple Intelligences [ MI ][edit source | editbeta]

Gardner chose eight abilities that he held to meet these criteria:[2] musical - rhythmic, visual - spatial, verbal - linguistic, logical mathematical, bodily - kinesthetic, interpersonal, intrapersonal, and naturalistic. He later suggested that existential and moral intelligence may also be worthy of inclusion.[3]

Musical - Rhythmic[edit source | editbeta]

Further information: auditory learning This area has to do with sensitivity to sounds, rhythms, tones, and music. People with a high musical intelligence normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. They will sometimes use songs or rhythms to learn. They have sensitivity to rhythm, pitch, meter, tone, melody or timbre. [4][5]

Visual - Spatial[edit source | editbeta]

Main article: Spatial intelligence (psychology) This area deals with spatial judgment and the ability to visualize with the mind's eye. Spatial ability is one of the three factors beneath g in the hierarchical model of intelligence.[5]

Verbal - Linguistic[edit source | editbeta]

Main article: Reading education People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates.[5]Verbal ability is one of the most g-loaded abilities.[6] This type of intelligence is associated with the Verbal IQ in WAIS-III.

Logical - Mathematical[edit source | editbeta]

Main article: Mathematics education This area has to do with logic, abstractions, reasoning, numbers and critical thinking.[5] This also has to do with having the capacity to

understand the underlying principles of some kind of causal system.[4] Logical reasoning is closely linked to fluid intelligence and to general intelligence (g factor).[7]